LESSON PLANS NUMERACY GR 2 TERM 3

[Pages:128]GRADE 2 NUMERACY PROVINCIAL LESSON PLANS

TERM 3 2009

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Table of Contents

Introduction

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Annual Learning Programme Overview

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Lesson Plan ? Week 1

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Lesson Plan ? Week 2

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Lesson Plan ? Week 3

28

Lesson Plan ? Week 4

41

Lesson Plan ? Week 5

53

Lesson Plan ? Week 6

69

Lesson Plan ? Week 7

80

Lesson Plan ? Week 8

94

Lesson Plan ? Week 9

109

Lesson Plan ? Week 10

123

Flard Cards ? Template

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Introduction

This Resource Pack on Lesson Plans for Grade 2 teachers were developed by the Provincial Curriculum Advisors and Foundation Phase teachers.

The Provincial Numeracy Learner Attainment Targets documents were developed in 2008 by a Provincial Task Team for Grades R ? 3. The attainment targets have been developed using the NCS Learning Outcomes and Assessment Standards from the Mathematics Learning Area. These targets indicate the expected level of achievement of learners at the end of each term. The attainment targets have a similar meaning to the `milestones' in the Foundations for Learning Assessment Framework. The milestones have been infused into the Numeracy Learner Attainment Targets.

Teachers should use the weekly lesson plans in conjunction with the Provincial Numeracy Learner Attainment Targets. The Formal Assessment Tasks referred to as FAT 1, 2 and 3 are clearly described in Section 3 of the Grade 2 Provincial Numeracy Learner Attainment Targets with the Methods, Forms and Tools for assessment.

The weekly lesson plans have been developed using: ? The Numeracy Learner Attainment Targets as a starting point. ? The NCS Learning Outcomes and Assessment Standards. ? Government Gazette 30880 of 14 March 2008, which outlines the Foundations for Learning Campaign, details the minimum expectations for the teaching of Literacy and Numeracy as well as providing timetabling and resourcing suggestions. ? Foundations for Learning: Foundation Phase Numeracy Lesson Plans.

The weekly lesson plans are intended to assist teachers to pace their teaching, give them guidance when planning their assessment tasks and provide suggestions to enrich teaching practice. If you follow these lessons systematically you will cover the curriculum and reach the milestones for Grade 2.

They are not intended to be prescriptive and teachers are not expected to abandon good practice in order to blindly follow the plans.

The weekly lesson plans provide: ? An Annual Learning Programme Overview; ? The NCS Learning Outcomes and Assessment Standards from the Mathematics Learning Area targeted for every week; ? Weekly lesson plans with recommended number ranges for the third term; ? A series of activities for the different components of Numeracy; ? Exemplars of the Formal Assessment Tasks for the third term. These Tasks are indicated as FAT 1, 2 and 3; ? Resources that will be useful to the teacher; ? Space for reflection and recording of Barriers to Learning on a weekly basis; ? A template for Flard Cards.

The Provincial Weekly Lesson Plans in conjunction with the Provincial Learner Attainment Targets can therefore be used as clearly defined Lesson Plans although the format is different to the one most teachers are used to. It is recommended that the teacher breaks down the weekly plans into daily plans. However the plans are not prescriptive and allow you to use your own way of presenting the lessons.

ADAPTING THE WEEKLY LESSON PLANS

Learners progress at different rates and learn in different ways, and you, as the class teacher, are best able to pace teaching and learning to the needs of the learners. Teachers are free to introduce their own sequence and adapt the number ranges where necessary.

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ANNUAL NUMERACY OVERVIEW ? GR 2

L0; AS

TARGETS

Term 1

LO 1: AS1; 2.1; 2.2; 2.3; 2.4; 3; 4.1; 6; 7; 8.1; 8.2; 8.3; 9.1; 10.1; 10.2; 10.3; 10.4; 11; 12 LO 2: AS 1; 2; 3; 4; 5 LO 3: AS 1; 2; 3; 4; 7 LO 4: AS 1; 2; 3.1; 3.2; 4; 5; 6 LO 5: AS 1; 2; 3; 4; 5

Count forwards and backwards in 1's and 10's from a given number in the range 0-100 Count forwards and backwards in 2's and 5's from a given number in the range 0-50 Know and read number symbols to 50 Write number names to 34 Ascending and descending order 0 ? 34 Describe position of numbers in the range 0 ? 34 e.g. before, after, between, Compare numbers e.g. more/less/bigger/small etc. 0-34 Solve money problems involving totals and change in rands and cents 0-50 Equal sharing and grouping with and without remainders 0-50 Build up a whole 10 when adding and subtracting in the range 0 ? 50 Addition and subtraction involving whole tens + or ? a whole ten in the range 050 Multiplication of whole 1-digit by 1-digit numbers with answers in the range 0-30 Estimate answers to +, - & x problems Mental Maths involving + and ? with answers up to 10 Build up and break down numbers 1-34 Double numbers with answers in the range 1 ? 34 Halve even numbers 1-34 Explain solution to problems 0-50 (Integrate with all number work) Check solution given to problems by peers Copy and extend patterns using

Term 2

LO 1: AS 1; 2.1; 2.2; 2.3; 2.4; 3; 4.1; 4.2; 5; 6; 7; 8.1; 8.2; 8.3; 9.1; 10.1; 10.2; 10.3; 10.4; 11; 12 LO 2: AS 1; 2; 3; 4; 5 LO 3: AS 1; 2; 3; 4; 7 LO 4: AS 1; 2; 3.1; 3.2; 4; 5; 6 LO 5: AS 1; 2; 3; 4; 5

Count forwards and backwards in 1's and 10's from a given number in the range 0-150 Count forwards and backwards in 2's and 5's from a given number in the range 0-100 Know and read number symbols to 100 Write number names of whole tens to 100 Ascending and descending order 0 ? 50 Describe position of numbers in the range 0 ? 50 e.g. before, after, between Compare numbers e.g. more/less/bigger/small etc. 0-50 Compare and describe a ? with a whole Recognise place value 0-50 Solve money problems involving totals and change in rands and cents 0-99 Equal sharing and grouping with and without remainders 0-99 Build up a whole 10 when adding and subtracting in the range 0 ? 99 Addition and subtraction of whole tens with whole tens in the range 0 ? 99 Multiplication of whole 1-digit by 1-digit numbers with answers in the range 0-40 Estimate answers to +, - & x problems Mental Maths involving + and ? with answers up to 15 Build up and break down numbers 1-50 Double numbers with answers in the range 1 ? 50 Halve even numbers 1-50 Explain solution to problems 0-50 (Integrate with all number work) Check solution given to problems by

Term 3

LO 1: AS 1; 2.1; 2.2; 2.3; 2.4; 3; 4.1; 4.2; 5; 6; 7; 8.1; 8.2; 8.3; 9.1; 9.2; 10.1; 10.2; 10.3; 10.4; 11; 12 LO 2: AS 1; 2; 3; 4; 5 LO 3: AS 1; 2; 3; 4; 5; 6; 7 LO 4: AS 1; 2; 3.1; 3.2; 4; 5; 6 LO 5: AS 1; 2; 3; 4; 5

Count forwards and backwards in 1's and 10's from a given number in the range 0-200 Count forwards and backwards in 2's and 5's from a given number in the range 0 -150 Know and read number symbols to 150 Write number names to 100 Ascending and descending order 0 ? 99 Describe position of numbers in the number range 0 ? 99 e.g. before, after, between Compare numbers e.g. more/less/bigger/small etc. 0-99 Order, describe and compare a ? and a ? with a whole or with each other

Recognise place value 0-99 Solve money problems involving totals and change in rands and cents 0-99 Equal sharing and grouping with and without remainders 0-99 Addition and subtraction with adding or subtracting a whole ten to/from any given number 0-99 Multiplication of whole 1-digit by 1-digit numbers with answers in the range 0-50 Estimate answers to +, - & x problems Mental Maths involving + and ? with answers up to 20 Mental Maths involving multiplication with answers to 20 Build up and break down numbers 1-99 Double numbers with answers in the range 1 ? 99 Halve odd and even numbers 1-99 Explain solution to problems 0-99

Term 4

LO 1: AS 1; 2.1; 2.2; 2.3; 2.4; 3; 4.1; 4;2; 5; 6; 7; 8.1; 8.2; 8.3; 9.1; 9.2; 10.1; 10.2; 10.3; 10.4; 11; 12 LO 2: AS 1; 2; 3; 4 LO 3: AS 1; 3; 4; 5; 6; 7 LO 4: AS 1; 2; 3.1; 3.2; 5; 6 LO 5: AS 1; 2; 3; 4; 5

Count forwards and backwards in 1's and 10's from a given number in the range 0-200 Count forwards and backwards in 2's and 5's from a given number in the range 0-200 Know and read number symbols to 200 Write number names to 100 Ascending and descending order 0 ? 99 Describe position of numbers in the number range 0 ? 99 e.g. before, after, between Compare numbers e.g. more/less/bigger/small etc. 0-99 Order, describe and compare a ? and a ? with a whole or with each other

Recognise place value 0-99 Solve money problems involving totals and change in rands and cents 0-99 Equal sharing and grouping with and without remainders 0-99 Addition and subtraction with 2-digit numbers in the range 0 ? 99 Multiplication of whole 1-digit by 1-digit numbers with answers in the range 0-50 Estimate answers to +, - & x problems Mental Maths involving + and ? with answers up to 20 Mental Maths involving multiplication with answers to 20 Build up and break down numbers 1-99 Double numbers with answers in the range 1 ? 99 Halve odd and even numbers 1-99 Explain solution to problems 0-99 (Integrate with all number work)

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ANNUAL NUMERACY OVERVIEW ? GR 2

TARGETS

Activities

physical objects and drawings Copy and complete number sequences in the range 0 ? 50 Pack out own patterns using physical objects Create own number patterns 0-50 Describe a given/own physical or number pattern Identify and describe familiar geometrical patterns Recognize, identify and name 2-D shapes in pictures and the classroom Sort and describe 2-D shapes according to straight and round edges and size Observe and build models with any reusable waste material Symmetry in 2-D shapes Describe own position in relationship with a 3-D object Read hours on an analogue clock Names of the week Months of the year Calculate elapsed time in hours Calculate elapsed time in days Sequence events according to days and weeks Identify religious and historical events on a calendar Estimate the length of objects, e.g. pencils Measure the length of objects using hand spans, feet, paper clips, etc. Collect data in classroom according to one attribute, e.g. birthdays Sort data Draw pictographs representing the sorted data Answer questions based on the graphs

peers Copy and extend patterns using physical objects and drawings Copy and complete number sequences in the range 0 ? 100 Create own patterns using drawings Create own number patterns 0-100 Describe a given/own number pattern Identify and describe familiar geometrical patterns Recognize, identify and name 2-D shapes and 3-D objects in pictures and the classroom Sort and describe 3-D objects according to objects that roll and slide and size Observe and build models with any reusable waste material Symmetry in 2-D shapes Describe peer's position in relationship with a 3-D object Read hours and minutes on an analogue clock Set given time on an analogue clock Order of days of the week and months of the year Calculate elapsed time in minutes Calculate elapsed time in weeks Sequence events according to months Identify religious and historical events on a calendar Estimate and compare the mass of different objects using a balance scale Order objects according to their mass, e.g. heaviest to lightest Collect data in the school environment according to one attribute Sort data Draw pictographs representing the sorted data Answer questions based on the graphs

(Integrate with all number work) Check solution given to problems by peers Copy and complete number sequences in the range 0 ? 150 Create own number patterns 0-150 Describe a given/own number pattern Identify and describe familiar geometrical patterns Recognize, identify and name 2-D shapes and 3-D objects in pictures and the classroom Observe and build 2-D shapes Symmetry in 3-D objects Recognise and describe 3-D objects from different positions Position self in comparison with other 3-D objects Read hours and minutes on an analogue clock Set given time on an analogue clock Calculate elapsed time in minutes Calculate elapsed time in months Sequence events according to years Identify religious and historical events on a calendar Estimate capacity of different containers Compare the capacity of different containers using cups to measure e.g. least to most Collect data in the school environment according to one attribute Sort data Draw pictographs representing the sorted data Answer questions based on the graphs

Check solution given to problems by peers Copy and complete number sequences in the range 0 ? 200 Create own number patterns 0-200 Describe a given/own number pattern Recognize, identify and name 2-D shapes and 3-D objects in pictures band the school environment Use 2-D shapes to build 3-D objects Symmetry in 3-D objects Recognise and describe 3-D objects from different positions Position self in comparison with other 3-D objects Read hours and minutes on an analogue and digital clock Calculate elapsed time in hours and minutes Calculate elapsed time in days, weeks and months Identify religious and historical events on a calendar Estimate and measure the capacity of different containers using cups Estimate and measure the length of different objects Estimate and measure the mass of different objects using a balancing scale Collect data in the classroom or school environment according to one attribute, e.g. farm animals Sort data (pictures) Draw pictographs representing the sorted data Answer questions based on the graphs

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WEEK 1

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TERM 3 WEEK 1:

LESSON PLANS ? LEARNING OUTCOMES/ASSESSMENT STANDARDS

LEARNING OUTCOME 1 ? NUMBERS, OPERATIONS AND RELATIONSHIPS

AS 1: Counts to at least 100 everyday objects reliably AS 2.1 Counts forwards and backwards in ones from any number between 1 - 200 AS 2.2 Counts forwards and backwards in tens from any multiple of 10 between 0 - 200 AS 2.3 Counts forwards and backwards in fives from any multiple of 5 between 0 - 200 AS 2.4 Counts forwards and backwards in twos from any multiple of 2 between 0 ? 200 AS 3: Knows and reads number symbols from 1 to at least 200 and writes number names from 1 to at least 100 AS 4: Orders, describes and compares the following numbers:

4.1 Whole numbers to at least 2-digit numbers AS 5: Recognizes the place value of digits whole numbers to at least 2-digit numbers AS 6: Solves money problems involving totals and change in rands and cents. AS 8: Can perform calculations, using appropriate symbols, to solve problems involving:

8.1 Addition and subtraction of whole numbers with at least 2 digits 8.2 Multiplication of whole 1-digit numbers by 1-digit numbers with solutions to at least 50 8.3 Estimation. AS 9: Performs mental calculations involving: 9.1 Addition and subtraction for numbers to at least 20 9.2 Multiplication of whole numbers with solutions to at least 20 AS 10: Uses the following techniques: 10.1 Building up and breaking down numbers 10.2 Doubling and halving 10.3 Using concrete apparatus 10.4 Number lines AS 11: Explains own solutions to problems AS 12: Checks the solution given to problems by peers

LEARNING OUTCOME 2 ? PATTERNS, FUNCTIONS AND ALGEBRA

AS 2: Copies and extends simple number sequences to at least 200

LEARNING OUTCOME 3 ? SPACE AND SHAPE

AS 1: Recognises, identifies and names two-dimensional shapes and three-dimensional objects in the environment and in pictures including: boxes, (prisms), balls (spheres) and cylinders, triangles, squares and rectangles, circles AS 5: Recognises 3D objects from different positions. AS 6: Positions self within the classroom or 3D objects in relation to each other

LEARNING OUTCOME 4 ? MEASUREMENT

AS 2: Names in order the days of the week and the months of the year.

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GRADE 2 LESSON PLAN ? TERM 3 WEEK 1

LO 1 AS 1 o Learners count physical objects using one-to-one correspondence in the number range 0 ? 60

(small group)

o Count out beads, sticks, beans, stones, blocks to at least 60. (small group)

o Give a number of objects to the learners, eg. 57 beans that were counted out by the teacher beforehand. They count it out and see whether they get the same answer. (small group)

AS 2.1 o Learners count forwards and backwards in ones in the number range 0 ? 150. The learners may

use counters, an abacus, number grid or number line. Eg. 121, 122, 123, .... ...., 100, 101, 102, ... ..., Learners count in 1's from any given number. Begin at 125, count on to 145. Begin at 150, count back to 132.

o Teachers make a 100-square jigsaw by copying a number grid and cutting it into sections as in the picture below. In small groups, each learner receives a "puzzle jigsaw". The learner starts with the large piece of puzzle (picture below) and completes the puzzle by adding all the individual numbers cards to complete the whole puzzle.

57 58 59

67 68 69 70

79

77

87

97

AS 2.2

o Learners count forwards and backwards in tens in the number range 0 ? 150. The learners may use counters, an abacus, number grid or number line. Eg. 80, 90, 100,... ..., 150, 140, 130,... ....

o Let the learners count using an empty pegboard, or blank number grid. Find the number 20. Count on in 10's. Stop at 60. Count back in 10's till 10, now count forwards in 10's from this number etc(learners can work in groups)

AS 2.3

o Learners count forwards and backwards in fives in the number range 0 ? 110. The learners may use counters, an abacus, number grid or number line. Eg. 85, 90, 95, ... ... 105, 100, 95, .... .... (whole class activity)

o Each learner receives a different number. They count on or backwards from their number in 5's etc(small group)

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